Digital Library Resources Guide: Grade 8 ?· Digital Library Resources Guide Overview While there are many excellent resources in the Digital Library, ... Math Argumentation This module focuses on how students communicate their learning during mathematical arguments and how to use the Formative ... Digital Library Resources Guide: Grade 8 Author: OSPI Math Assessment

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  • Digital Library Resources Guide

    1 Washington Office of Superintendent of Public Instruction (OSPI) January 2016

    Digital Library Resources Guide Overview

    While there are many excellent resources in the Digital Library, this document identifies some suggested modules and resources in grades 7 through high school to guide your exploration into understanding and using formative assessment practices. We recommend that educators new to the Digital Library and/or the formative assessment process start with the Assessment Literacy Modules described on page 2. Educators more familiar with the Digital Library and/or the formative assessment process may prefer to start with the Content Specific Exemplar Instructional Modules, the Illustrative Mathematics Modules, or the Example Resources at Grade Levels found on pages 35. First Steps: To navigate to the Assessment Literacy Modules, select MORE FILTERS from the main Digital Library page.

    Then, on the Filters page:

    1. Click on Module Type to show the drop-down menu 2. Click the check the box in front of Assessment Literacy Modules 3. Click Apply Filters.

  • Digital Library Resources Guide

    2 Washington Office of Superintendent of Public Instruction (OSPI) January 2016

    Assessment Literacy Modules: These modules are an introduction to the concept of formative assessment and its four component parts. These modules can be used with educators who are accessing the Digital Library for the first time and/or are starting to use formative assessment practices with students. Of highest importance is the Understanding the Formative Assessment Process module; every educator in Washington should use this module to increase their knowledge of the formative assessment process and practices. We encourage educators to view these modules in department, PLC, or staff meetings, or in other venues that allow for discussion on the topics presented.

    Title Description

    Understanding the Formative Assessment Process

    This vitally-important module provides an introduction to and examples of the four attributes in the Formative Assessment Process. The definition and key features of the Formative Assessment process are discussed. The module also explains how effective use of formative assessment improves teaching and learning.

    Clarifying Intended Learning in the Formative Assessment Process

    There are four modules with this title, one for each grade band: Grades K2, Grades 35, Grades 68, and Grades 912. This module describes the first attribute in the Formative Assessment Process with a focus on helping students understand their learning goals and to recognize when they have reached that goal.

    Eliciting Evidence in the Formative Assessment Process

    There are four modules with this title, one for each grade band: Grades K2, Grades 35, Grades 68, and Grades 912. This module describes the second attribute in the Formative Assessment Process with a focus on educators gaining knowledge of students movement toward attaining learning goals.

    Interpreting Evidence in the Formative Assessment Process

    There are four modules with this title, one for each grade band: Grades K2, Grades 35, Grades 68, and Grades 912. This module describes the third attribute in the Formative Assessment Process with a focus on connecting the evidence gathered to the standards and a progression of learning.

    Acting on Evidence in the Formative Assessment Process

    There are four modules with this title, one for each grade band: Grades K2, Grades 35, Grades 68, and Grades 912. This module describes the fourth attribute in the Formative Assessment Process with a focus on using evidence to inform next steps in a progression of learning.

    The Components of Effective Feedback

    There are three modules with this title, one for each grade band: Grades K12, Grades K5, and Grades 612. This module describes three types of feedback (teacher, peer, and student self-reflections), how descriptive feedback is different from evaluative feedback, and how effective, descriptive feedback can be incorporated throughout the Formative Assessment Process.

    Students as Partners in Their Own Learning

    There are two modules with this title, one for each grade band: Grades K5 and Grades 612. This module describes why engaging students in the Formative Assessment Process is effective in increasing student motivation and self-direction, both of which lead to improved learning.

  • Digital Library Resources Guide

    3 Washington Office of Superintendent of Public Instruction (OSPI) January 2016

    Content Specific Exemplar Instructional Modules: These modules dive deeper into the Formative Assessment Process by showing its use with specific content. These modules can be used with educators who understand the Formative Assessment Process (through viewing the Assessment Literacy modules above, for example) and want to begin using it with specific content. These modules can also be used to guide development of lessons that follow the Formative Assessment Process. We encourage educators to view these modules in department, PLC, or staff meetings, or in other venues that allow for discussion on the topics presented.

    Grade Band/Level

    Title Description

    7

    Proportional Relationships

    Four modules, one for each formative assessment attribute, feature live action footage that illustrate the teacher and student actions moves associated with developing strong proportional relationship skills that build from previous understanding.

    8

    The Pythagorean Theorem

    Four modules, one for each formative assessment attribute, that focus on helping students understand the meaning of proof so that students can construct proofs of the Pythagorean Theorem. The teacher uses formative assessment to address a misconception about irrational numbers as possible lengths of line segments.

    68

    Focusing on Language to Support Middles School Math Argumentation

    This module focuses on how students communicate their learning during mathematical arguments and how to use the Formative Assessment Process to help students develop mathematical argumentation skills. The module was designed for educators working with ELL or other groups facing linguistic challenges but is relevant for all teachers.

    HS

    Geometry Congruence Four modules, one for each formative assessment attribute, that focus on building on students previous experience in rigid motion to understand congruence requirements and statements. Students use rigid motions to create congruent figures and are shown that multiple series of motions can be used to show the figures are congruent.

    HS Interpreting Functions This module focuses on eliciting evidence about students

    understanding of functions by using questions at different Depth of Knowledge (DOK) levels.

    HS Building Functions Four modules, one for each formative assessment attribute, use a

    real-world example of E. coli bacteria growth on food to develop understanding of building a function to model a situation.

  • Digital Library Resources Guide

    4 Washington Office of Superintendent of Public Instruction (OSPI) January 2016

    Illustrative Mathematics Modules: These modules represent a series of lessons that go deeper than individual lessons shown in the Content Specific Exemplar Instructional Modules list above. These modules were created by a team from Illustrative Mathematics in collaboration with The Teaching Channel and Desmos and provide a wide variety of resources for using the Formative Assessment Process with specific elementary, middle school, and high school content. These modules can be used with educators as they work to more fully incorporate the Formative Assessment Process in units of instruction. These modules can also be used to develop a unit of instruction that uses the formative assessment process and practices. We encourage educators to view, discuss, and use these modules in department, PLC, or staff meetings, or in other venues that allow for discussion of how best to use these modules to inform units and lessons of instruction.

    Grade Band/Level

    Title Description

    67

    Illustrative Mathematics 6.RP and 7.RP Module

    This collection of work traces mathematical ideas in the standards in the 6.RP.A and 7.RP.A clusters through professional learning, classroom materials, and teacher reflection. Included in this collection are a series of instructional tasks, professional development resources, and videos of two lessons that attempt to explore the difference in the RP domain at 6th and 7th grade as well as a video highlighting teacher collaboration around student learning.

    HS

    Illustrative Mathematics Modeling HS-F Module

    This collection of work traces mathematical ideas in the standards in the HS-F.IF.B cluster, with an emphasis on modeling, through professional learning, classroom materials, and teacher reflection. Included in this collection are a series of instructional tasks, professional development resources, and videos of professional development around the idea of collaborative lesson planning, evaluation, and refinement.

  • Digital Library Resources Guide

    5 Washington Office of Superintendent of Public Instruction (OSPI) January 2016

    Example Resources at Grade Levels: The Digital Library contains thousands of resources from which educators can build units and lessons of instruction that use the Formative Assessment Process; educators are free to do so with any module in the Digital Library. These example resources represent potential starting points for educators in that process. This is not meant to be an exhaustive list of the content students should be learning or practices that are effective. We encourage educators to view, discuss, and use these and other Digital Library resources in department, PLC, or staff meetings, or in other venues that allow for the development of units and lessons of instruction.

    Grade Level

    Title Description

    7 Learning Through Mistakes in Math: My Favorite No!

    A simple routine that has students analyzing mistakes. Has a video showing all parts of the routine.

    7 Learning to Combine Integers

    Aligning to standards in the 7.NS.A cluster, this activity connects addition and subtraction of integers to the science content of positive and negative charges, giving context and relevance to the operations on rational numbers

    8 Game Design: Using Congruence Transformations

    In this open-ended task using content in standards in the 8.G.A cluster, students create and analyze a game that uses a variety of transformations of figures to satisfy a list of criteria.

    8 Scatter Plot and Best Fit Line Project

    This resource is an activity, aligned to standards in the 8.SP.A cluster, where students work in groups of three to select a data topic and create a scatter plot of given data and then analyze it by finding the best fit line and then finding the slope and its correlation.

    HS Interpreting the Structure of Equations

    This lesson, based on content in A-REI.B, allows students to sort quadratic equations based on the method they think would be best to solve. Teachers can work with the whole class or have students work individually, in partners, or small groups.

    HS End Behavior and Vertical/Horizontal Shift of Functions

    Aligned to content in F-IF.C, this activity can be used after an introduction to the several different types of functions students study in high school. Opportunities exist for students to model the functions kinesthetically, helping them deepen their understanding of behaviors of different function families.

    HS Designing the Optimal Can This is a performance task where students demonstrate their mastery of volume and surface area of a cylinder, using concepts aligned to G-GMD.A and G-MG.A. Students find the dimension of a cylindrical can with a given volume that use the least amount of aluminum.

    HS Understanding Samples Aligned to content in S-IC.B, this 5-question activity can help educators gauge their students understanding of sampling and sampling distributions to direct instruction on those topics.

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